future leadership
DESCRIPTION
Presentation to the Emerging Leaders' Summit.TRANSCRIPT
Embracing adap-ve leadership to create ripples and make waves in
complex -me
Dr Cheryl Doig
Emerging Leaders’ Summit April 12012
• Leadership Development • Talent Management • Management Innova>on h?p://www.ddiworld.com/glf2011
DDI
Social Capital: Building collabora>ve cultures within and across schools -‐Michael Fullan h?p://www.cse.edu.au/Publica>ons1.aspx
Boundary Spanning Leadership
• “Capability to establish direc>on, alignment and commitment across boundaries in service of a higher vision or goal.”
• (2008-‐9 study) 128 senior execu>ves • 86% said it was extremely important to work effec>vely across boundaries -‐ only 7% felt they were very effec>ve in doing so…
• h?p://www.ccl.org/leadership/pdf/research/BoundarySpanningLeadership.pdf
Future Leadership Capabili>es Marshall Goldsmith
§ Thinking globally § Cross cultural diversity § Technological savvy § Building alliances and partnerships
§ Sharing leadership § Learning agility
h?p://www.youtube.com/watch?v=m0ARtWgAEvs&feature=related
Conversa>on
• Reach a conclusion • Kill choice • Debate • Logically explore
• Exploratory • Suspend assump>ons • Mutual ques>oning • Growing of insights and new ideas
Dialogue Discussion
Decision Understanding
An exchange of ideas between two or more people
Social
Unpredictable
Advoca>ng Inquiring Listening
Consensus
Conscious use of language and clarity of purpose through…
Task AND rela>onship
www.thinkbeyond.co.nz © 2011
LOGICAL
ANALYTICAL
QUANTITATIVE
FACT BASED
A
EMOTIONAL
INTERPERSONAL
FEELING BASED
KINESTHETIC
C
PLANNED
ORGANIZED
DETAILED
SEQUENTIAL
B
HOLISTIC
INTUITIVE
SYNTHESIZING
INTEGRATING
D
Herrmann’s Whole Brain Processing Model…
Where does this idea come from?
How will I organise resources & planning?
What is the big picture of this change?
How will my team feel about all this?
Achieving the Tipping Point
Rogers, E.M. (1983). Diffusion of innova3ons. NY: The Free Press. p262
“most individuals evaluate an innova-on, not on the basis of scien-fic research by experts, but through the subjec-ve evalua-ons of near-‐peers
who have adopted the innova-on”
STATUS QUO Group think We’re doing well Nothing needs to change Opera>onalised processes Technical/ra>onal
Socially Complicated Certainty on how to achieve the outcomes No shared vision on what outcomes are important-‐ Persuade/influence/nego>ate/coali>ons
Technically Complicated Shared vision Moving towards a future state but no pre-‐determined plan to get there
THE EDGE OF CHAOS Avoidance Disintegra>on
Dialogue and discussion
CERTAINTY UNCERTAINTY
AG
RE
EM
EN
T
DIS
AG
RE
EM
EN
T
Liu Bolin-‐ The Invisible Man
THE CHALLENGE ZONE
Challenge
Adap>ve leadership
Co-‐crea>on of the future
Self-‐organising systems
Breaking with the past
Complexity and diversity
CHAOS Death of the organisa>on
Wicked problems
Frames of Change
• Which of these connects most with the work you do as a leader?
• How could you use it to reflect on your own leadership?
• In what ways could it be used to as part of your design process for change?
Think -‐ pair
Adap>ve leadership is the prac>ce of mobilising people to tackle tough challenges and thrive.
Heifetz, Grashow & Linsky, 2009
www.thinkbeyond.co.nz
Adap-ve Environments
• They contain a large number of interac>ng elements. • Informa>on in the system is highly ambiguous, incomplete, or indecipherable.
• Interac>ons among system elements are non-‐linear and >ghtly-‐coupled such that small changes can produce dispropor>onately large effects.
• Solu>ons emerge from the dynamics within the system and cannot be imposed from outside with predictable results.
• Hindsight does not lead to foresight since the elements and condi>ons of the system can be in con>nual flux.
Perrow, 1986; Snowden & Boone, 2007
No easy answers…
Technical problem Adaptive challenge
Clear problem definition and solutions that can be resolved through current know-how
Complex and requires learning - can only be addressed through changes in people’s priorities, beliefs, habits & loyalties
Heifetz, Grashow & Linsky, 2009
and both
Quali-es of an Adap-ve Organisa-on
• Name the Elephant in the room • Share responsibility for the for the organisa>on’s future • Value Independent Judgment • Build leadership capacity • Ins>tu>onalise reflec>on and con>nuous learning
In what ways is your organisa>on adap>ve? What is one small change that would make it more so? How
could you influence this?
How will you influence this?
Leadership is an influencing rela>onship
Two recommended books….
Posi>onal power to Influence Away From • Telling • One off • One way • Discussion • Advocacy • Making assump>ons • Judgment
Towards • Learning Talk • 365 days of the year • Mul>ple ways • Dialogue & Discussion • Inquiry and Advocacy • Checking for understanding • Evidence
Posi>ve Deviance
Somewhere in your organisa>on, groups of people are already doing things differently and be?er. To create las>ng change, find areas of posi>ve deviance and fan their flames. h?p://www.posi>vedeviance.org/ Pascale & Sternin (Harvard Business Review)
• Minimally Invasive Educa>on (MIE).
• A pedagogic method that uses the learning environment to generate an adequate level of mo>va>on to induce learning in groups of children, with minimal, or no, interven>on by a teacher.
h?p://www.hole-‐in-‐the-‐wall.com/MIE.html
h?p://www.ted.com/talks/lang/eng/sugata_mitra_the_child_driven_educa>on.html
Compare and contrast…
www. h?p://thinkglobalschool.org/ h?p://thinkglobalschool.org/hansrosling/
The flipped classroom: reversed instruc-on
If kids can get the lectures, can get the content delivery and skill modeling as well (or oren be?er) by computer lecture than in person, why do we have use precious class-‐>me for this purpose? Why do we, in the status quo, replicate in person in our classrooms what is easily available elsewhere, the content delivery/skill modeling, and then have kids apply their learning to difficult problems at home, without us there to help?
• What do these four examples have in common?
• How are they different?
• What is an implica>on for your organisa>on?
"An ecology is basically an open, complex adap3ve system comprising elements that are dynamic and interdependent.” John Seely Brown
Filter Bubble We need the internet to connect us all together. We need it to introduce us to new ideas and new people and different perspec>ves and it is not going to do that if it leaves us all isolated in a web of one.
h?p://www.ted.com/talks/eli_pariser_beware_online_filter_bubbles.html
Eli Parisier
©Think Be
yond
Ltd 2011
Cartoo
n by David Fletche
r
h?p://www.newshoestoday.com/site/offerings/nearling
What if?
www.thinkbeyond.co.nz Great by Choice -‐ Collins and Hansen
h?p://online.wsj.com/ar>cle/SB10001424052970204190704577026113782699498.html?mod=wsj_share_tweet
I want the ability for people to be able to lie down in economy class but I can't afford for the seats to have any more space. When you say it like that, It sounds like an impossible task, because how can you get people to lie down when they only have that same space to work with. But the reality is, if you lay down those challenges you never know what will come out the other side. We got a
solu>on that no one else in the world had ever thought of before.
h?p://www.fastcodesign.com/1669254/what-‐if-‐we-‐put-‐a-‐school-‐atop-‐every-‐building-‐in-‐manha?an
Powerful Ques-ons
What kind of school would teenagers fight to get in to not fight to stay out?
CHALLENGES AHEAD
NO DETOUR
The Studio School
Powerful Ques-ons
• What are the key skills, characteristics and abilities that will make your child an irresistible employee choice?
• What will be most valued by employers in 2020 – or 2030?
CHALLENGES AHEAD
NO DETOUR
Proserpine State High School
Powerful Ques-ons
What if…schools in our district were responsible for the success of all students, not just their own?
CHALLENGES AHEAD
NO DETOUR
Shaking Up ChCh Educa3on
Influence
h?p://www.dailymail.co.uk/news/ar>cle-‐2058319/Did-‐Harvard-‐economics-‐class-‐cause-‐financial-‐crisis-‐Students-‐walk-‐lecture.html#ixzz1df24nW9K
amplifica-on
What went well? What impact did it have?
How do you think more of that?
What went well? What impact did it have?
How do you think you could do more of that?
Contribu>ons charts • To remedy, fix or improve a situa>on • To enable people to reach an important goal.
www.plotpd.com
www.suce.org.nz
One new idea is… This is how I could use it…
www.thinkbeyond.co.nz www.alpineleadership.com [email protected]
Check out these sites • h?p://steve-‐wheeler.blogspot.com/2011/03/2020-‐learners.html • h?p://www.bbc.co.uk/news/world-‐15391515h?p://
mindshir.kqed.org/2011/03/21-‐things-‐that-‐will-‐be-‐obsolete-‐by-‐2020/
• h?p://learning21c.wordpress.com/2011/11/13/i-‐need-‐some-‐support-‐mentoring-‐in-‐21st-‐century-‐schools/
• h?p://blog.globalnova>ons.com/index.php/diversity-‐inclusion/reverse-‐mentoring/
• h?p://www.zdnet.com/blog/igenera>on/defining-‐the-‐igenera>on-‐not-‐just-‐a-‐geeky-‐bunch-‐of-‐kids/5336